Personalized Learning Pathways: Enabling intervention creation and tracking

Reddy, Vikas; Said, Lamiaa A. A.; Sengupta, Bikram; Chetlur, Malolan; Costantino, Joseph P.; Gopinath, Ajay; Flynt, S.; Balunaini, P.; Vedula, Satyanarayana S

doi:10.1147/jrd.2015.2456711

Cited by 9 publications

(3 citation statements)

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“…The main consideration is that learners can choose their preferred framework, instructivist or connectivist, at any point in the course (Crosslin & Dellinger, 2015). This is an expansion of the recent work in personalized learning that allows learners to choose their learning pathway rather than the instructor (Reddy et al, 2015) or technology (Lin, Yeh, Hung, & Chang, 2013). The second consideration was that the transition between these frameworks would be well described in a visual syllabus and supported through various centralized and distributed technologies and digital spaces (Crosslin & Dellinger, 2015).…”

Section: Introductionmentioning

confidence: 99%

Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs

Crosslin

Dellinger

Joksimovíc

et al. 2018

OLJ

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Dual-layer MOOCs are an educational framework designed to create customizable modality pathways through a learning experience. The basic premise is to design two framework choices through a course: one that is instructor centered and the other that is student determined and open. Learners have the option to create their own customized pathway by choosing or combining both modalities as they see fit at any given time in the course. This exploratory mixed-methods study sought to understand the patterns that learners engaged in during a course designed with this pathway framework. The results of the quantitative examination of the course activity are presented, as well as the categories and themes that arose from the qualitative research. The results of the analysis indicate that learners value the ability to choose the pathway that they engage the course in. Additional research is needed to improve the technical and design aspects of the framework.Various approaches have been undertaken in Massive Open Online Courses (MOOCs) to transfer control over the learning experience to MOOC participants in a manner that allows these participants to create a personal learning pathway. A dual-layer MOOC design is one approach that involves creating two complete and complementary learning pathway "layers" for the course, with each pathway focusing on different epistemological modalities. The intent is to allow MOOC

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Section: Introductionmentioning

confidence: 99%

Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs

Crosslin

Dellinger

Joksimovíc

et al. 2018

OLJ

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“…The district served a diverse student population with varying learning needs and abilities, making it challenging for educators to provide individualized instruction effectively. To address this challenge, the district adopted a data dashboard that integrated student performance data from assessments, attendance records, and behavioral indicators (Molenaar, et al, 2020;Reddy, et al, 2015).…”

Section: Case Study 1: Personalizing Learning Paths With Data Dashboardsmentioning

confidence: 99%

Utilizing comprehensive data dashboards to improve service delivery: Insights from U.S. case studies

Arenike Patricia Adekugbe,

Chidera Victoria Ibeh

2024

Int. J. Front. Eng. Technol. Res.

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In an era driven by data, the efficient utilization of comprehensive data dashboards has emerged as a crucial tool for enhancing service delivery across various sectors. This review provides insights into the impact and effectiveness of employing such dashboards, drawing from case studies conducted in the United States. Effective service delivery requires a deep understanding of operations, client needs, and performance metrics. Comprehensive data dashboards offer a solution by aggregating, visualizing, and analyzing vast amounts of data in real-time, providing decision-makers with actionable insights. Through a synthesis of case studies, this review elucidates how organizations in the U.S. leverage data dashboards to optimize service delivery. Firstly, the review examines the healthcare sector, where data dashboards play a pivotal role in improving patient care. Case studies highlight how hospitals utilize dashboards to monitor patient outcomes, manage resources efficiently, and identify areas for quality improvement. By tracking key performance indicators such as patient wait times, readmission rates, and medication errors, healthcare providers can implement targeted interventions to enhance service quality and patient satisfaction. Furthermore, the review delves into the realm of education, showcasing how schools and educational institutions leverage data dashboards to personalize learning experiences and improve student outcomes. Through the analysis of student performance data, attendance records, and demographic information, educators can identify at-risk students, tailor instructional strategies, and allocate resources effectively, thereby fostering academic success and equitable education opportunities. Additionally, this review explores the utilization of data dashboards in government agencies to enhance public service delivery. Case studies demonstrate how municipalities employ dashboards to track infrastructure projects, manage budgets, and address citizen concerns promptly. By fostering transparency and accountability, these dashboards facilitate citizen engagement and enable governments to deliver services that align with community needs and priorities. In conclusion, the review underscores the transformative potential of comprehensive data dashboards in optimizing service delivery across diverse sectors. By leveraging real-time data analytics, organizations can enhance efficiency, accountability, and client satisfaction, ultimately driving positive outcomes and fostering continuous improvement in service delivery practices.

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“…These recreational video-gamers may come to the university, like the athletes, having study behavioral weaknesses because of their former gaming and study practices. Frequently, these video-gaming students are left on their own to find academic learning supports, as they may have no ties to a formal campus extracurricular group of teammates or coach to assist them with their personal accountability (Manero et al, 2017;Popescu & Ghita, 2013;Quinton, 2016;Reddy et al, 2015). The recreational video-gaming students do not have activities like mandatory team study halls, regular grade checks, or eligibility rules to keep them focused and in check (Aquino, 2011;Cheslock et al, 2016;Quinton, 2016;Seow & Pan, 2014).…”

Section: Significance Of the Problemmentioning

confidence: 99%

An analysis of undergraduate heavy-video-gaming students : developing technology-enhanced learning-support areas based on gaming and study practices

Todd¹

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Video-gaming has become a popular extracurricular option for students in higher education. More than 70 percent of undergraduate students reported they played video-games at some level, with heavy-video-gaming students reporting they invest over 14 hours a week on games. When extracurricular activities take 14 or more hours of commitment, students' academic performance is at risk of falling. However, not much is known about the heavy-video-gaming students, their gaming and study practices, and whether new technology-enhanced academic learning supports may meet their needs. A conceptual framework using study habits and attitudes, academic performance, and activity theory provided a lens to view the research. This exploratory study applied a qualitative virtual ethnography methodology and interviews to investigate the gaming and study practices of 93 heavy-video-gaming students. Results indicate five study organizational approaches the video-gaming participants use in their study practices. In addition, five types of heavy-video-gaming students have been explored. More specifically, the findings unveil the contrast between undergraduate video-gaming students' study and gaming practices. For example, the results indicate that playing games offer the video gaming students a mental break they feel they need to take from their university studies, and students play games as a reward for their study efforts. Additionally, video-gaming students desire that their studies provide them with some ongoing reward system, similar to rewarding systems in games. Finally, learning supports for gaming students have been developed. This new knowledge about the study practices of video-gaming students can be used by educational professionals as a basis for developing and implementing technology-enhanced academic learning supports to align with video-gamer student needs.

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Personalized Learning Pathways: Enabling intervention creation and tracking

Cited by 9 publications

References 1 publication

Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs

Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs

Utilizing comprehensive data dashboards to improve service delivery: Insights from U.S. case studies

An analysis of undergraduate heavy-video-gaming students : developing technology-enhanced learning-support areas based on gaming and study practices

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